Influence of Teachers’ Characteristics on the Implementation and Achievement of Social Studies Curriculum Objectives in Upper Basic Schools in the Federal Capital Territory (FCT), Abuja, Nigeria

Abubakar Lukman Zuba, M. M. Jarimi, D. B. Akinola, A I. Ukeje, Igbinosun Osaro, Mamman Ruqayyat Momoh

Abstract


The study analyzed the implementation of the Social Studies curriculum in Upper Basic Schools in the Federal Capital Territory (FCT), Abuja, focusing on teacher characteristics and the achievement of curriculum objectives. Utilizing a descriptive survey research design, data were gathered from 108 purposively selected Social Studies teachers using the validated Social Studies Implementation Questionnaire (SSIQ), which had a reliability coefficient of 0.841. Findings revealed generally high curriculum implementation with impressive levels in lesson planning (M = 4.05), interactive teaching (M = 4.18), and relevance of lessons (M = 4.22). However, resources (M = 3.48) and school support (M = 3.55) were moderate. The overall achievement of curriculum objectives averaged 2.86, with the highest rated being the development of technology-oriented students (M = 3.43). Notably, gender did not significantly impact implementation, while urban location and factors such as age, qualification, and experience did show significant effects. The study concluded that while curriculum implementation is satisfactory, it suffers from resource limitations and weaknesses in achieving cultural heritage and national unity objectives. Recommendations included enhancing instructional resources, institutional support, professional development for teachers, and emphasizing cultural diversity and national unity. 


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References


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